By Robert (Bob) F. Algozzine, Pamela (Pam) Campbell, Jianjun Adam Wang
This number of sixty three tutorial thoughts for instructing different secondary scholars contains instructor suggestions, literature assets, and knowledge for selecting acceptable thoughts.
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Extra info for 63 Tactics for Teaching Diverse Learners, Grades 6-12
Talent development through curriculum differentiation. NASSP Bulletin, 82, 61–74. Decide How to Teach 17 Chapter 2: Decide How to Teach Strategy: Choose Instructional Methods and Materials Content Skills: Arts; Fitness; Mathematics/Problem Solving/Calculating; Reading; Social Studies; Science; Writing Learning Difference: Speaking/Talking; Receptive Language/Decoding (listening, reading); Processing Verbal Information; Processing Verbal Information; Expressive Language/Encoding (speaking, writing, spelling); Social Knowledge; Social Behaviors; Self-Confidence; Processing Visual Information; Study Skills; Cognition Mixed Disability Category: Speech or Language Impairments; Specific Learning Disabilities; Serious Emotional Disturbance; Mental Retardation; Traumatic Brain Injury Tactic Title: Accommodating Students With Second Language Needs (EL/ELL) Problem: Students with language processing disabilities or those whose native language is not English often have difficulty understanding directions and the content of materials presented in secondary classrooms.
They should be aware that not everything should be included. For each entry selected, they should write a brief description as to why they believe it is representative of their learning. Explain to students how to assess their own learning and how it links their prior learning to present learning. Finally, invite parents, students, and colleagues to a “Portfolio Night” where students can share their achievements with others. Students should prepare to explain each entry, how/why it is representative of their progress, why each entry is important to them, and what it indicates in terms of future learning for them.
Literature: National Institute of Mental Health (NIMH). (2004). National Institute of Mental Health multimodal treatment study of ADHD follow-up: 24-month outcomes of treatment strategies for attention-deficit/ hyperactivity disorder. Pediatrics, 113, 754–761. 26 Planning Instruction Student Behavior Contract Sheet I will behave in the following ways: (Student Name) My incentive will be: This contract will be renegotiated on: ____________________________ ____________________________ ____________________________________ Student Signature Teacher Signature ____________________________ ____________________________________ Today’s Date Today’s Date Copyright © 2009 by Corwin.
63 Tactics for Teaching Diverse Learners, Grades 6-12 by Robert (Bob) F. Algozzine, Pamela (Pam) Campbell, Jianjun Adam Wang